The Fallacy of Learning Styles in Medical Education: An Evidence-Based Critique
In the field of medical education, to understand how people learn, many learning theories have been proposed, and in the same context, learning styles also have attracted immense attention. Learning style refers to the wide range of approaches people prefer to adopt and process information to ensure...
Saved in:
| Main Authors: | , |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
Wolters Kluwer Medknow Publications
2024-05-01
|
| Series: | Archives of Medicine and Health Sciences |
| Subjects: | |
| Online Access: | https://journals.lww.com/10.4103/amhs.amhs_99_23 |
| Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
| _version_ | 1832590674508120064 |
|---|---|
| author | Saurabh RamBihariLal Shrivastava Prateek Saurabh Shrivastava |
| author_facet | Saurabh RamBihariLal Shrivastava Prateek Saurabh Shrivastava |
| author_sort | Saurabh RamBihariLal Shrivastava |
| collection | DOAJ |
| description | In the field of medical education, to understand how people learn, many learning theories have been proposed, and in the same context, learning styles also have attracted immense attention. Learning style refers to the wide range of approaches people prefer to adopt and process information to ensure learning. Furthermore, many studies have specified the importance of learning styles and the need that it must be given due consideration by teachers to facilitate and expedite learning among medical students. However, questions have even emerged with regard to the actual utility of learning styles in augmenting learning and making a call about learning outcomes. Considering that preference for learning style changes over a period of time, is often multimodal, and that learning results due to the interplay of a wide range of other internal and external factors and not only because of the learning style. In conclusion, even though learning style has its own scope and utility, the available scientific evidence indicates that preference for learning styles might not be able to ascertain learning outcomes. |
| format | Article |
| id | doaj-art-7ecdd46b5d914b469d1cdfcd1eed22ea |
| institution | Kabale University |
| issn | 2321-4848 2321-6085 |
| language | English |
| publishDate | 2024-05-01 |
| publisher | Wolters Kluwer Medknow Publications |
| record_format | Article |
| series | Archives of Medicine and Health Sciences |
| spelling | doaj-art-7ecdd46b5d914b469d1cdfcd1eed22ea2025-01-23T09:00:27ZengWolters Kluwer Medknow PublicationsArchives of Medicine and Health Sciences2321-48482321-60852024-05-0112227828010.4103/amhs.amhs_99_23The Fallacy of Learning Styles in Medical Education: An Evidence-Based CritiqueSaurabh RamBihariLal ShrivastavaPrateek Saurabh ShrivastavaIn the field of medical education, to understand how people learn, many learning theories have been proposed, and in the same context, learning styles also have attracted immense attention. Learning style refers to the wide range of approaches people prefer to adopt and process information to ensure learning. Furthermore, many studies have specified the importance of learning styles and the need that it must be given due consideration by teachers to facilitate and expedite learning among medical students. However, questions have even emerged with regard to the actual utility of learning styles in augmenting learning and making a call about learning outcomes. Considering that preference for learning style changes over a period of time, is often multimodal, and that learning results due to the interplay of a wide range of other internal and external factors and not only because of the learning style. In conclusion, even though learning style has its own scope and utility, the available scientific evidence indicates that preference for learning styles might not be able to ascertain learning outcomes.https://journals.lww.com/10.4103/amhs.amhs_99_23learning stylesmedical educationmedical students |
| spellingShingle | Saurabh RamBihariLal Shrivastava Prateek Saurabh Shrivastava The Fallacy of Learning Styles in Medical Education: An Evidence-Based Critique Archives of Medicine and Health Sciences learning styles medical education medical students |
| title | The Fallacy of Learning Styles in Medical Education: An Evidence-Based Critique |
| title_full | The Fallacy of Learning Styles in Medical Education: An Evidence-Based Critique |
| title_fullStr | The Fallacy of Learning Styles in Medical Education: An Evidence-Based Critique |
| title_full_unstemmed | The Fallacy of Learning Styles in Medical Education: An Evidence-Based Critique |
| title_short | The Fallacy of Learning Styles in Medical Education: An Evidence-Based Critique |
| title_sort | fallacy of learning styles in medical education an evidence based critique |
| topic | learning styles medical education medical students |
| url | https://journals.lww.com/10.4103/amhs.amhs_99_23 |
| work_keys_str_mv | AT saurabhrambiharilalshrivastava thefallacyoflearningstylesinmedicaleducationanevidencebasedcritique AT prateeksaurabhshrivastava thefallacyoflearningstylesinmedicaleducationanevidencebasedcritique AT saurabhrambiharilalshrivastava fallacyoflearningstylesinmedicaleducationanevidencebasedcritique AT prateeksaurabhshrivastava fallacyoflearningstylesinmedicaleducationanevidencebasedcritique |